Metaliteracy Infographic Created for MOOC Final Project

We welcome this guest posting from Holly Wehmeyer, Communications & Marketing Coordinator and Educator from the Intensive English Language Program at the University at Albany, SUNY. Holly participated in the first session of our Open edX MOOC Empowering Yourself in a Post-Truth World and created a Metaliteracy Infographic as her final project. Our Post-Truth MOOC is now in a self-paced mode so feel free to join and create your own project!

Characteristics of a Metaliterate Social Media User

by Holly Wehmeyer

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Characteristics of the Metaliterate Learner (Mackey & Jacobson, 2019)

For my final project, I chose to create an infographic on the characteristics of a Metaliterate social media user. I have watched the social media space become polarized and partisan along with the nation’s politics and wondered about my role in developing online communities of trust. I have watched friends and strangers argue past one another, post inflammatory memes, and eventually unfollow each other. How are we to compromise on important issues if we can’t even talk to one another? Taking this course was one step I chose to take in becoming part of the solution to this problem.

The infographic attempts to draw on the concepts we’ve learned in the course to help social media users reflect on how they approach social media and what and how they share information. I wanted to create a simple guide to being a responsible online citizen. I created the graphic using Canva, an online design tool that I’ve used previously while working on newsletters and other publications. It allows the user to create simple designs and offers a number of free icons and other graphics. I also used quotations and information from Mackey and Jacobson’s book, Metaliterate Learning for the Post-Truth World, which was not required reading for the course (other than the Introduction and first chapter), but which I read on my own.

Working on this final project certainly involved all four metaliteracy learning domains. In the behavioral realm, I was reminded of what I should be DOING – how I should be interacting with other people on social media – in responsible and civic-minded ways. My actions have consequences, so I should strive for the action that avoids harm and creates constructive dialog. In the cognitive realm, I’ve learned a lot about confirmation bias, inoculation theory, ideas about experts, and more. My background in Journalism had already given me a good grounding in the way media outlets choose photos, write captions, and construct headlines, but the course readings were an excellent reminder of how things have changed since I worked in publishing in the 1990s. In the affective domain, this course actually made me feel a lot better about my own behavior. I haven’t been doing such a terrible job online as I perhaps thought! However, there is always room for improvement. The course helped me recognize why I’m reacting strongly to certain posts or why I feel frustrated when my arguments don’t convince my opponent. Finally, in the metacognitive domain, I have reflected frequently on why I post certain stories and why I have certain reactions to other people’s posts. It has helped me ask questions of myself, many of which I’ve put into my final project.

In conclusion, by modeling the characteristics of a metaliterate social media user, both through this infographic and through my online behavior, I hope to teach others about the value of metaliteracy, to build those communities of trust, and to help return our online discourse to a place of civility and discovery.

Reconstructing Scientific Literacy through Metaliteracy: Implications for Learning in a Post Truth World

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Metaliterate Learning for the Post-Truth World

Allison Brungard and Kristin Klucevsek offer the following preview of their chapter, “Reconstructing Scientific Literacy through Metaliteracy: Implications for Learning in a Post Truth World,” appearing in the forthcoming book, Metaliterate Learning for the Post-Truth World, edited by Thomas Mackey and Trudi Jacobson.

Science now exists in a wide range of digital contexts. Scientific information can be shared through social media platforms such as Facebook, Twitter and Instagram, and user-generated communities such as YouTube, Flickr, Blogger, and Wikipedia. These platforms can help disseminate scientific information to the wider public, but they also can spread misconceptions and distortions. In our post-truth world, this has a strong impact on scientific literacy, with downstream implications for health, politics, and the environment. We also encounter effects of this post-truth world in our classrooms as we work to build stronger literacy skills with our students. The need for learners to critically examine and reflect on what they encounter in these participatory online environments is crucial. To improve scientific literacy, learners must develop the metacognitive processes necessary to discern fact from fiction. As teachers, we must re-examine competencies for scientific literacy in this post-truth, digital world.

In this chapter, we address the challenges of scientific literacy within the larger framework of metaliteracy. With an emphasis on the four domains of metaliterate learning, we align scientific process with metaliteracy competencies to enhance scientific literacy. We explore the impacts of current events and education on scientific literacy, as well as the relationship between social media and personal biases through which scientific facts can be misconstrued. We also focus on strategies for academic librarians and disciplinary faculty to infuse metaliterate objectives in their teaching, curriculum, and research. Reflective and participatory learning can move learners beyond the consumption of information and towards critical thinking, research, and writing. This encourages learners to also be content producers, with the ability to understand the most effective ways to use science in their daily lives

When Stories and Pictures Lie Together — And You Don’t Even Know It.

metaliterateLearning_fullsize_RGBThomas Palmer, M.S., Digital Media Lecturer from the Journalism Program at the University at Albany, SUNY, and Editorial Design Director / News Editor at the Times Union newspaper introduces you to his chapter in Metaliterate Learning in the Post-Truth World: When Stories and Pictures Lie Together — And You Don’t Even Know It.

The photo in the tweet triggers your path to deception in as little as 13 milliseconds. Your brain dedicates about 85% of its processing to make sense of this picture. Your comprehension of its text finally catches up, but you’ll likely believe the false claim merely because the image is present. Confirmation bias settles in. You have just fallen prey within seconds to the intersemiotic contextual misrepresentation of photojournalism — and you weren’t even aware. This targeted disinformation to manipulate you is a success. In this post-truth era, the weaponizing of legitimate photojournalism for political and social propaganda is easy and low tech. However, in this chapter metaliterate learners can develop judgment for identifying and exposing this malpractice to protect themselves and the public.

The relationship between text and image is dynamic and complementary, while also leading to misrepresentations. This chapter analyzes the synergistic association of several visual-textual examples from photojournalism to illustrate how images are easily manipulated and misunderstood.  Metaliteracy is discussed as an empowering pedagogical response to these concerns that supports learners in developing detection and prevention strategies.

Metaliteracy Books Reviewed as part of Facet Publishing Series

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Metaliteracy in Practice

The peer-reviewed journal Research in Online Literacy Education (ROLE), published by the Global Society of Online Educators (GSOLE), posted book reviews for both Metaliteracy in Practice and Metaliteracy: Reinventing Information Literacy to Empower Learners. ​Drew Virtue, assistant professor in the professional writing program in the Department of English at Western Carolina University wrote the reviews as part of the Facet Publishing Review Series on Digital Literacies. In his review of the edited book Metaliteracy in Practice, Virture wrote: “The most significant strength I found throughout the various chapters was the relationship between metaliteracy and metacognition. Metacognition was addressed explicitly or implied through a focus on critical reflection among all the authors.”

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Metaliteracy

As part of his review for the co-authored book Metaliteracy: Reinventing Information Literacy to Empower Learners, Virtue concludes: “Mackey and Jacobson offer a foundational work that challenges how we understand literacy in the digital age. Furthermore, their argument for the need of metaliteracy is compelling. Metaliteracy is not only interesting but a necessary concept to understand the complexity of communication embedded within our continually evolving technologies—one that will help us, as teachers and librarians, help learners become more astute in their everyday lives.” We appreciate the thoughtful reviews by Drew Virtue and the support from Facet Publishing, the international publisher for both books in association with ALA Publishing in the United States.

New Metaliteracy Article Published in Open Praxis

Members of the Metaliteracy Learning Collaborative have published a new article in the international peer-reviewed journal Open Praxis. Kelsey O’Brien, Michele Forte, Tom Mackey and Trudi Jacobson co-authored Metaliteracy as a Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas.

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Open Praxis 2017

Open Praxis is an open access journal that is published by the International Council for Open and Distance Education (ICDE). This new research article examines the pedagogical dimensions of metaliteracy in three different MOOC environments, including the original connectivist Metaliteracy MOOC, followed by our Coursera MOOC Empowering Yourself in a Connected World, and the Canvas version, which integrates digital badging,  Empowering Yourself as a Digital Citizen. Metaliteracy is examined in relation to connectivism as a pedagogical model for the development of learner-centered MOOCs that provide the necessary supports for success. We welcome feedback about this new collaborative essay and invite knowledge sharing related to your own MOOC journeys as either teacher or learner.

Metaliteracy Takes On Fake News

In an essay for The Conversation, entitled How we can learn to reject fake news in the digital world? Tom Mackey and Trudi Jacobson describe ways to challenge fake news through metaliteracy. The spread of fake news across social media presents us all with a reality check about the danger of deception in these spaces. As the authors describe in the article, fake news stories that appear to be easily accepted by online users is a problem that warrants a strong educational response through focused metaliterate teaching and learning. The same approaches outlined in the article address concerns about misinformation that is created and shared online as well. Several of metaliteracy’s learning goals and objectives speak directly to the situation we find ourselves in with a proliferation of fake news and misinformation online.

The response to the essay has been tremendous, leading to an interview with Tom and Trudi by reporter Torie Wells from 6CBSNews for the TV news story Facebook preparing to flag fake news stories. According to stats provided by The Conversation, the article has had over 7,000 readers to date, with 796 Facebook shares, 115 tweets, and 143 shares via LinkedIn. The article has been published by the Associated Press, Government Technology, and newspapers across the country, including the Albany Times Union, Houston Chronicle, SFGate, and Seattle Post-Intelligencer, among others.

Last year, Jacobson and Mackey wrote an article for The Conversation about how to protect ourselves online from those annoying ads that follow us around while surfing the Web. The authors said that becoming meta-literate in today’s social media world prepares us to think critically about the sites we visit online and to develop smart search strategies that protect our identity. This latest piece about fake news is an extension of that work, applying metaliteracy to real world practice.

On-Demand Version of Coursera Metaliteracy MOOC Launches in December 2016!

We are set to launch an on-demand version of our Cousera Metaliteracy MOOC entitled Metaliteracy: Empowering Yourself in a Connected World in December 2016! If you missed this MOOC the first time around or would like to discover this course for your own learning or as a resource for instruction, register now for this on-demand version taught by  Tom Mackey, Trudi Jacobson, Kelsey O’Brien, Michele Forte, and Allyson Kaczmarek.  This course will provide a dynamic exploration of metaliteracy through videos, animations, interviews, readings, and digital images, all developed by members of the metaliteracy learning collaborative from two schools within the State University of New York (SUNY), The University at Albany and Empire State College. Learners will participate in peer assessments and contribute to online discussions related to such topics as the metaliteracy model, creating and sharing information, understanding intellectual property and the ethical use of information, understanding how information is packaged and shared, participating as a global contributor, creating and curating information, and developing metacognitive reflection.  While this course is focused primarily on metaliteracy, learners and teachers should also explore this MOOC as a way to support information literacy and related literacies such as digital literacy and media literacy.  Register now for our December launch. Special thanks to Kelsey O’Brien for working closely with Coursera and our UAlbany/ESC team to transition the first version of this course into the on-demand format!